Phone:

Email:

Degrees and Certifications:

Ms. Stephanie Calvert



  • Email:
    stephanie.calvert@houstonisd.org

    Degrees and Certifications:
    Bachelor of Arts in History (May 2008)
    Master of Arts in History (May 2013)
    Doctor of Philosophy in History (ABD)

     

    Courses Taught: 
    Dual Credit U.S. History (1301/1302)
    Dual Credit Mexican American History II (2328)
    Advanced Placement U.S. History

     

  • The 2021-2022 school year will be my second as an instructor at East Early College High School and my seventh year teaching at the high school level, as well as teaching courses at Lone Star College.  This year, I have the pleasure of teaching Dual Credit U.S. History and Mexican American History in conjunction with Houston Community College, as well as Advanced Placement U.S. History.  Along with Coach Porter, I am also a class sponsor for the Class of 2022.

     

    I was born and raised in Saginaw, Michigan.  As a first generation college student, the transition to university was not an easy one for me.  Yet with strong mentors and the support of my family, I earned my bachelor of arts degree from Saginaw Valley State University in May of 2008.  I later relocated to Houston to begin graduate study at the University of Houston.  I completed my Master's of Arts in History in May of 2013 before continuing coursework in pursuit of a PhD that fall.  During my study at UH, I met my wonderful husband.  We were married in June of 2018 and made Houston our permanent home.  We currently live in Eastwood with our three cats, Sanka, Bianca, and Monty.

     

    Aside from history, my biggest passion is TRAVEL!  My passport includes stamps from 30 countries--and counting!  My favorite places I've been are those with the best food--like Spain, Colombia, and Vietnam.  I can't wait to get back to traveling, but in the meantime, Houston offers some of the best food in the country and my husband and I have been trying all sorts of new restaurants and cuisines.  I also like to read, ride my bike, binge watch tv and movies, and cheer on the Houston Dynamo.  I usually stay pretty busy, but I wouldn't want it any other way!

     

    I am so pleased to have you in class this year and I am thrilled to get to know more of our Falcon Family at EECHS!

  • Course Overview

    Dual Credit - HIST 1301/1302
    1301: A survey of the social, political, economic, cultural, and intellectual history of the United States from the pre-Columbian era to the Civil War/Reconstruction period. United States History I includes the study of pre-Columbian, colonial, revolutionary, early national, slavery and sectionalism, and the Civil War/Reconstruction eras. Themes that may be addressed in United States History I include: American settlement and diversity, American culture, religion, civil and human rights, technological change, economic change, immigration and migration, and creation of the federal government.

    1302: A survey of the social, political, economic, cultural, and intellectual history of the United States from the Civil War/Reconstruction era to the present. United States History II examines industrialization, immigration, world wars, the Great Depression, Cold War and post-Cold War eras. Themes that may be addressed in United States History II include: American culture, religion, civil and human rights, technological change, economic change, immigration and migration, urbanization and suburbanization, the expansion of the federal government, and the study of U.S. foreign policy.

     

    Dual Credit - HIST 2328 
    A survey of the economic, political, intellectual, an cultural history of Mexican American/Chicanx.  Periods oinclude the United States-Mexico War Era, incroporation of Northern Mexico into the United States, Porfirian Mexcio, and the nineteenth century American West, 1910 Mexican Revolution and Progressive Era, the Great Depression and New Deal, World War II and the cold War, Civil Rights Era, Conservative Ascendancy, the age of NAFTA and turn of the 21st century developments.  Themes to be addressed are the making of borders and borderlands, impact of Treaty of Guadalupe-Hidalgo, genderand power, migration and national identities, citizenship and expulsion, ninteenth century activism and displacement, industrialization and the making of a transnational Mexican working class, urbanization and community formation, emergence of a Mexican American generation, war and citizenship, organized advocacy and activism, Chicano Movement, changing identifications and identities, trade and terrorism.  (May be applied to U.S. History requirement for HCC)

     

    Advanced Placement U.S. History
    In AP U.S. History, students investigate significant events, individuals, developments, and processes in nine historical periods from approximately 1491 to the present. Students develop and use the same skills and methods employed by historians: analyzing primary and secondary sources; developing historical arguments; making historical connections; and utilizing reasoning about comparison, causation, and continuity and change. The course also provides eight themes that students explore throughout the course in order to make connections among historical developments in different times and places: American and national identity; work, exchange, and technology; geography and the environment; migration and settlement; politics and power; America in the world; American and regional culture; and social structures.

     

    Previously-taught Courses: 
    Advanced Placement U.S. Government
    AP U.S. Government and Politics provides a college-level, nonpartisan introduction to key political concepts, ideas, institutions, policies, interactions, roles, and behaviors that characterize the constitutional system and political culture of the United States. Students will study U.S. foundational documents, Supreme Court decisions, and other texts and visuals to gain an understanding of the relationships and interactions among political institutions, processes, and behaviors. They will also engage in disciplinary practices that require them to read and interpret data, make comparisons and applications, and develop evidence-based arguments. In addition, they will complete a political science research or applied civics project.